What it is, How to Implement it, and How to sustain it Literacy Stations K-6 What it is, How to Implement it, and How to sustain it

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We Will/ I will We will develop our knowledge base for effective implementation and maintenance of the Literacy Stations. Given the information provided, I will create an action plan to implement and sustain Literacy Stations in my classroom.

Big Spring ISD Vision Instill respect and pride in all Empower our community of learners Unite staff and students Ensure educational excellence from both staff and students How does Daily 5 fit in with the Vision of BSISD?

Let’s Experience A Station! Find the envelope marked “Station 1” on your table. As a group complete the station. You have 15 minutes. Daily 5 is a Literacy Structure that offers differentiation and consistency. This is a classroom management system that offers students 5 tasks to do when not engaged in a Guided Reading Group.

Confused??? This is how your students may feel if they are not properly prepared to do stations on their own. Teaching students the procedures for station time, including what to do if you are confused, is more important than any other aspect of stations. Let’s try again. Open the envelope that says “Station #2” Now you have 5 minutes as a group to complete the assignment.

Preparation is key! Preparing your students to complete the station on their own. Preparing the station to fit appropriately in your curriculum. Preparing yourself to monitor station implementation and repeat procedures ad naseum.

Why do we need Literary Stations?

Types of Literacy Stations: Read to Self Read to Someone Listen to Reading Work on Writing Word Work Vocabulary Inference Conventions

What can teachers accomplish using Literacy Stations? Deliver 1-3 whole group mini-lessons each day Differentiate instruction for Instant RTI Hold conferences with individual students or small groups

What can students accomplish by using Literacy Stations? Engage in Individual Reading and Writing daily Received focused instruction Take ownership in their learning

building the foundation of Management habits Trusting student Providing choice Nurturing community Creating a sense of urgency Building stamina Allowing students to follow the routine once it is established

Planning/ Preparing Getting your room set up– You will need to have the following planned out or organized before implementing Daily 5: 1.   A designated meeting area for small group instruction (kidney table) 2.  A designated area where you will meet with the whole class 3.  A classroom book center for students that includes titles for all reading levels represented in your class 4.  A place for each student to store their reading journal

More considerations before beginning: 5 . A listening center and listening center books 6. A place for writing materials 7. A bulletin board or space on walls for Literacy Station Procedures

I PICK Choose a book and open it to a random page. Count the number of words you don’t know on the page. If you hit 5, the book is too hard. If you have 1-2, the book may be too easy. 3-4 difficult words makes it a perfect fit.

So What do these Activities look like? Read to Self Read to someone Work on Writing Vocabulary Inference Convention Remember: Students do not do all 5 tasks each day!!!

Read to Self Get started right away Read the whole time Stay in one spot Remember your purpose for reading

The Purpose of “Read to Self” Read “Good Fit” books Become a better reader Read at own pace Have fun reading Practice what is taught in class with self- selected reading.

How Does It Look?

Imagine You are a student! YOUR TEACHER WILL: Create an I-Chart (Independence Chart) with students Go over the I-Chart with students Teacher models (for 1-2 minutes) While pointing to the I-Chart, ask “Did I start right away? Did I read quietly?” Ask a student to model the right way and the wrong way and have several students try both ways.

The I-Chart

Read to Someone Get started right away Stay in one spot Whispering voice Focus on your partner’s reading

Purpose of Reading to Someone else Increases the following: Volume of reading Level of attention to reading Reading rate, accuracy, and expression Fluency Word-attack skills Practice summarization with self-selected reading

How does it look?

Imagine You are a student! YOUR TEACHER WILL: Create an I-Chart (Independence Chart) with students Go over the I-Chart with students Teacher models with a student (for 1-2 minutes) While pointing to the I-Chart, ask “Did we start right away? Were we polite to each other?” Ask students to take turns modeling the right way and the wrong way.

The I-Chart

Vocabulary/ Word Work Work the Whole Time Stay in one spot Work quietly Try your best

The Purpose of Word Work (K-2) Practice decoding Understanding word families Building fluency Building stamina Have fun with words

The Purpose of Vocabulary Work (3-6) Improve vocabulary Expand vocabulary Become a stronger reader Make your writing more interesting Be a super speller

What it looks like

Imagine You are a student! YOUR TEACHER WILL: Create an I-Chart (Independence Chart) with students Go over the I-Chart with students Teacher models every time a new task is introduced by: Showing where materials are in the workstation Showing students how to use materials Showing students where to do the Word Work Showing students how to clean up (ie, Make sure the marker lids click, put materials back neatly, etc…) Ask students to take turns modeling the right way (you can drop the wrong way for this one!)

The I-Chart

Work on Writing Work the Whole Time Stay in one spot Work quietly Try your best Underline words you are not sure how to spell

The purpose of work on writing (K-2) Working on forming letters Build stamina Become a better writer Build writing fluency Have fun writing

The purpose of work on writing (3-6) Working on writing Improve vocabulary Build stamina Become a better writer Build writing fluency Have fun writing

How does it look?

Imagine You are a student! YOUR TEACHER WILL: Create an I-Chart (Independence Chart) with students Go over the I-Chart with students Teacher models 1-2 minutes. Ask students to take turns modeling the right way and the wrong way one at a time

The I-Chart

Inference Station Get started right away. Do your best. Record your findings.

What is the Inference Station? In this station, students work on: Fig. 19D Isolated literary skills with teacher-selected passages Concepts that don’t fit in other stations.

Computers Get started right away. Do your best. Stay on the program you have been directed to use. Use your earbuds at all times!

Computers Make sure expectations are clear before releasing students to computer stations. Don’t just give a website or program, be specific about which activity students should be utilizing. Check computers at the end to make sure there were no damage to the computer.

Any Questions??? Share them now. If you think about anything after the session is over, feel free to email Holly Barfield @ hbarfield@bsisd.esc18.net.